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• The role of digital background factors in academic achievement. A comparative study of students from three countries based on the PISA 2022 database

  115–128

  Balázs János Csajkos

  Klára Kovács-Nagy

  Views:

  80

  This study investigates the impact of students’ digital background factors on mathematical achievement using data from the 2022 PISA assessment. The analysis focuses on 15-year-old students from Austria, Estonia, and Hungary with particular attention given to the interplay between home financial conditions, ICT availability and usage, digital attitudes, and mathematics performance. Drawing on student questionnaire responses, we constructed composite indices and factor scores representing digital access, usage frequency, and digital competence at both home and school settings. Descriptive statistics, ANOVA, and linear regression models were applied to explore the relationships between digital background variables and students' mathematics proficiency scores. The results reveal that home financial status consistently predicts higher achievement across all three countries, whereas the frequency of school-based ICT use shows a negative correlation with performance. Conversely, home-based ICT usage and positive attitudes towards online platforms correlate with higher mathematics outcomes. The Estonian data challenge the initial hypothesis of a country-specific positive effect of ICT usage in schools, suggesting instead that the quality and context of digital integration matter more than frequency. The findings also highlight the importance of learning orientation and student motivation in shaping mathematics performance. Despite some methodological limitations – such as the cross-sectional nature of the data and reliance on self-reported measures – the study offers reliable insights into how digital background factors influence academic outcomes. The results underscore the need for more effective integration of ICT tools in classrooms, informed by students' learning habits and preferences.

• Thoughts on open science, or new trends in publishing the results of pedagogical research

  6-12

  András Benedek

  Views:

  4

  The radical transformation of education over the past quarter-century, especially accelerated by COVID-19, has raised significant challenges and opportunities for both pedagogical theory and practice. This article examines how the landscape of publishing scientific research—particularly in education—has evolved in response to these changes. Reflecting on more than fifty years in educational research, I explore how digital transformation and Open Science now shape scientific communication and publishing. The introduction reviews the early impulses that shape the theoretical background. It explores new communication forms arising from infocommunication (Katz et al., 2021). Examples show a paradigm shift, demonstrating how scientific communication has adopted online practices. The article highlights conceptual frameworks, spatial and methodological changes in communication, and new ways of sharing research (Nyíri, 2007). It emphasizes the expansion of publication spaces. These changes show that pedagogy researchers must address new issues.

• The Effectiveness of the Let’s Teach for Hungary Mentoring Program

  150-160

  Nóra Kocsis

  Views:

  313

  The situation of disadvantaged students has been a problem in the field of education for decades, -so much so that several disadvantage-compensation programs have been set up in an effort to reduce its effect. This includes the mentoring process, the primary purpose of providing support and assistance to younger individuals. The subjects of the research are the 7th grade students participating in the Let’s teach for Hungary mentoring program. The questionnaire survey was conducted in the autumn of 2019 (n=585), during which I focused on the children’s expectations of the mentoring program, their learning difficulties, learning motivations, and their plans for further learning. Classifying students in clusters based on their motivations, highlights the fact that the range of participants is not homogeneous this aspect. The Coronavirus epidemic has posed a significant challenge to traditional education, and the opportunities offered by personal mentoring have been pushed into the background over the past year and a half. Educators and students alike have struggled through the transition to digital education (Kristóf, 2020). Attendance mentoring was forced to continue in the form of distance mentoring. In my current research, I examine the existence of distance mentoring, the exploration of experiences, and the preparedness of the participants in the Teach for Hungary program. Data collection began in December 2021, and the query process is still ongoing. I carry out the survey using a mixed-method. I collect quantitative data among students with the help of questionnaires, which focus on the experiences, opinions and readiness of the children. In addition, I use a qualitative, interview-based research method that provides an understanding of more comprehensive experiences. I conduct interviews with educators, mentors, and mentored students. The subjects of the research are primary school students (8th grade students), mentors and teachers of a small settlement in Hajdú-Bihar county and Szabolcs-Szatmár-Bereg county (n=60 people). The research results can serve as feedback to the participants on the success of work done during distance mentoring. The results obtained can also serve as feedback for the Let’s teach for Hungary program because the program can be developed in the future from interviews.